Multiple Approaches for Assessing Within-Day Stability in Teacher-Child Interactions

Research Findings: This study employed multiple approaches to examine the stability of teacher–child interaction quality in Chinese preschools. Teacher–child interaction quality was measured using the Classroom Assessment Scoring System (CLASS) on five observational cycles within a school day. Several different metrics of stability were examined: (1) standard deviation; (2) correlation; (3) measurement invariance; (4) mean-level change, and (5)...